Navigating international mindedness

According to the International Baccalaureate (IB), the more interwoven global society becomes, the more internationally minded we are all likely to be. International mindedness (IM), however, can pose a distinct challenge for educators in terms of both practicality and meaning. This chapter presents research into the articulation and implementation of IM in an IB school. Through a constructivist grounded theory methodology, the researcher presents analysis resulting in five categories: scepticism, connection, authentication, long-term thinking, and empathy (SCALE). As well as scaffolding a pathway toward a concrete IM, SCALE offers an innovative approach to interrelation and interculturalism in schools. The findings presented in this chapter will interest those seeking an active IM that has a tangible benefit for teachers and students alike